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This document offers two lists of universities within the United States that are participating, with the South African Information Exchange (SAIE) program. The SAIE was created to facilitate the sharing of experiences and expertise both among academic institutions in the United States in South Africa, and in other countries and among assistance agencies in the United States and abroad. One list is alphabetically arranged by area of program initiative such as: academic exchange, admissions test preparation, book donations, bursaries (internal), church leadership development, conflict resolution, distance education, English as a Second Language, faculty development, fellowships, health, institutional linkages, issue-oriented programs, management, refugee education/assistance, resource centers, scholarships (external), seminars/conferences, student activity/fundraising, teacher training, and women. The second list is alphabetically arranged by the 82 participating institutions. In addition, general comments that were made by some of the responding institutions are also included. (GLR)

The South African Information Exchange (SAIE) has published an update of 35 existing organizations who are engaged in funding initiatives for specific areas of South African and United States educational exchange programs. One list is alphabetical by such program categories as: academic exchange, academic support, adult education, advocacy, agriculture, alternative education, bridging education, bursaries (internal), business development, church leadership development, community development, conflict resolution, curriculum development, detainee assistance, distance education, emergency relief, employment, English as a Second Language, faculty fellowships, family planning, health, housing, human rights, leadership development, legal education/representation, literacy, management, materials development, numeracy, nutrition, outreach programs, political action, publications, race relations, refugee education/assistance research, rural education, scholarships (external), secondary schools, and technical/vocational training. The second list provides name, address, phone number, contact person, and other comments of the institutions responding to the survey. (GLR)

This document outlines the definitions and the typology now used by Statistics Canada's Centre for Education Statistics to identify, classify and delineate the universities, colleges and other providers of postsecondary and adult education in Canada for which basic enrollments, graduates, professors and finance statistics are produced. These new rigorous definitions were needed to capture the growing complexity of postsecondary education in Canada. They differentiate the various types of postsecondary institutions, address the blurring distinction between colleges and universities and handle the various forms of possible relationships between institutions. The document brings closure to the extensive consultation that took place between January 2003 and the spring of 2007 as it summarizes the changes made following the 2004 paper entitled "A New Understanding of Post-secondary Education in Canada: A Discussion Paper". Such an extensive consultation was deemed necessary to ensure that the typology is useful to the whole sector and that it allows comparisons between provinces and territories despite the significant differences of their respective postsecondary education systems. This report is divided in two main sections. The first presents the definitions and typologies adopted by the CES. The second summarizes the feedback received following the 2004 discussion paper, the experience gained with the "Register", and the changes that have been made. The conclusions were influenced by other developments outlined in appendices dealing with recent changes to the classification used by the Carnegie Foundation for the Advancement of Teaching and the North American Industry Classification System (NAICS). Another appendix provides information on the sources and approach CES uses to maintain its "Register". Four appendices are included: (1) Sources used by the "Register of Postsecondary and Adult Education Providers"; (2) Carnegie Foundation for the Advancement of Teaching; (3) North American Industrial Classification System; and (4) Related US websites. (Contains 6 tables and 11 endnotes.)

The three papers in this document examine the motives behind the collecting and loaning of publications in the 19th century. They describe the effects of three discrete movements designed to assist religious, military, and academic endeavors. The first paper, "Bread Upon the Waters: The Printed Word in Sunday Schools in 19th Century England and the United States" (Donald G. Davis, Jr.), investigates nineteenth century Sunday school libraries. It traces their development to an English layman's idea about religious instruction for deprived young people in 1625 through its American transmutation in 1791 and then to the societies that grew to serve the needs of Sunday school teachers and students in succeeding decades. The second paper, "The Library Is a Valuable Hygienic Appliance" (David M. Hovde), documents the parade of portable libraries that made their way to the Civil War battlefronts and recounts the array of organizations that supplied soldiers with religious, literary, historical, scientific, and educational books and pamphlets. The third paper, "Wide Awakening: Political and Theological Impulses for Reading and Libraries at Oberlin College, 1883-1908" (John Mark Tucker), chronicles in detail the scope of donations to and acquisitions by Oberlin College for 25 years at the turn of the 19th century; it sketches the intentions of the donors and librarians and how the books were used. (Author/AEF)

The organization of the National Vocational Guidance Association was completed during a series of meetings held in 1913 at Grand Rapids, Michigan, October 21-24, inclusive. This was the third national conference on vocational guidance, previous meetings having been held at Boston in 1910 and New York City in 1912. At the latter meeting the conference authorized the selection of a committee to arrange for a convention in 1913 and to present plans for a permanent organization should such a procedure seem advisable after due consideration of the opportunities for service presented by present-day conditions. In accordance with this authorization, the National Vocational Guidance Association was duly organized at Grand Rapids by the acceptance of the report of the organization committee, the adoption of a constitution, and the election of officers. This bulletin contains the formal papers. presented at the conference. Contents include: (1) The larger social, economic, and educational bearing of vocational guidance; (2) Practical, scientific, and professional phases of vocational guidance; (3) Vocational guidance within the public-school system; and (4) How shall we study an industry for purposes of vocational education and vocational guidance? Appended are: (1) The round-table question box. Presiding officer, Professor J. M. Telleen, Case School of Applied Sciences, Cleveland, Ohio; (2) Vocational guidance through English composition. Work in the Grand Rapids (Michigan) high schools. An index is included. [Best copy available has been provided.]

The bulk of this report from the Commissioner of Education is made up of appendices. The appendices begin with abstracts of reports submitted by state, territorial, and city school officers. Data is then presented on the general condition of colored schools operated by the Freedmen's Bureau; Indian education; kindergarten culture; Hebrew education; Argentine education; deaf and dumb education; education in England; education in Bengal, India; education of the working classes in Austria; education in Victoria, Australia; Ecuadorian education; U.S. medical education; normal schools; educational conventions; an American university; society, crime, and criminals; the Chinese migration; school supervision; German schools and teaching German; the relationship between education and labor; inquiries and replies relating to education and labor; illiteracy in the U.S.; and general U.S. school statistics. The latter includes statistics on pupils and teachers; school finances; colleges; theological seminaries; law schools; medical, dental, and pharmaceutical institutions; normal schools; agricultural and scientific schools; commercial colleges; institutions serving the deaf and dumb, the insane, the blind, the idiotic, inebriates, and miscellaneous special schools; the Young Men's Christian Associations; major U.S. libraries; reformatories and state prisons; and appointments, examinations, and rejections at West Point.

The library collection of Laubach Literacy's organizational papers and reading films, as well as Dr. Frank C. Laubach's papers, are described in this catalogue. The catalogue begins with a brief biography of Frank C. Laubach (1884-1970), then lists Dr. Laubach's forty books by publication date and four books about Dr. Laubach. In addition, the background and current activities of Laubach Literacy, Inc., are reviewed. The major portion of the document is devoted to a description of Dr. Laubach's papers which includes all material up until 1955, when he founded Laubach Literacy, Inc., and from 1955 to his death. The contents of 328 boxes are described. The contents are sorted into the following categories: correspondence, trustee meeting reports, administrative papers, financial papers, domestic project materials, overseas project materials, foreign language materials, manuscripts and articles, organization/meeting materials, miscellaneous documents, and photography. Also, ninety-nine kinescopes which form the streamlined reading series are annotated. (CSS)